臺灣博碩士論文加值系統

本論文之目的在分析臺灣學生在英語動詞時態所犯的錯誤和類型,以
便能找出學生學習時態之困難所在。並能探討犯錯之原因,了解其學習策
略。其最終目標在提出改進我國英語語法與寫作教學之方法。
本研究之對象包括臺灣南部五所高中的七百零七位學生,取樣其中一
百二十位學生,作為分析研究之用。所有時態錯誤被分為八大類。
各類時態形式之難度(hierarchical diffculty)經由相對頻率(rela-
tive frequency)之比較換算結果顯示,學生在未來完成結構上,遭遇到最
高的難度;在未來簡單結構中,所遭遇的難度最低。八種時態形式之難度依
序排列如下:(一)未來完成式(二)假想時態(三)過去完成時態(四)現在完
成時態(五)過去簡單時態(六)時態之呼應(七)現在簡單時態(八)未來簡單
式。
接受實驗的學生在學習時態過程中,似乎採取了多項學習策略。如規
避(avoidance),簡化(simplification),矯枉過正(hypercorrection),以
偏概全(overgeneralization)...等策略。來自母語的干擾,証實是犯時
態錯誤的一項主要因素。與英文動詞不同的是:中文動詞不必隨著時間指
涉之不同及主語人稱之改變而產生形式的變化。
本研究發現時態形式的誤用,是最常犯的錯誤。為了減少此類犯錯,時
間與時態的關係一定要為學生解釋清楚;本研究建議:抽象的時態可經由具
体可見的圖形來減低其難度。而經分析結果顥示,英語動詞形式變化,是臺
灣學生所遭遇的另一項學習障礙。本研究也認為:中英動詞之對比分析,可
能對減少該類錯誤有特別的效果。

This study aims to analyze the types of tense errors
committed by Chinese students of English in order to find the
students'' difficulties with this area of grammar learning. Its
purpose is to identify the possible reasons for committing such
errors, to understand the strategies taken by the students in the
process of learning, and to suggest a proper way to improve or
adjust the grammar and composition teaching in Taiwan.
The subjects of the study include 707 third-year senior
high school students in Southern Taiwan. For data analysis,
only 120 of them are chosen as sample subjects. All the errors
found are classified into eight main categories.
The analytic results indicate that the hierarchical
difficulty of each tense form, decided by relative frequency
count, ranks in descending order as follows: (1) the future
perfect construction, (2) the unreal tense, (3) the past perfect
tense, (4) the present perfect tense, (5) the simple past tense,
(6) the sequence of tense, (7) the simple present tense, and (8)
the simple future construction.
It seems that the students take various strategies in
their process of learning verb tense, such as L1 transfer,
avoidance, simplification, hypercorrection, and overgeneraliza-
tion. Interference from the mother tongue proves to be one of the
most important causes for making tense errors seeing that Chinese
verbs, unlike English ones, always remain unchanged regardless of
the change of time reference or the subject.
The finding of the study shows that misuse of one tense form
for another is the most frequent errors found with all categories
of verb tense. To reduce such errors, the relation between
notional time and linguistic time must be explained and clarified
for the learner. Some visible configurations which represent the
abstract meanings of all tense forms may be of much use. The
conjugation of the English verb turns out to be another high
hurdle for Chinese students. A contrastive analysis of the verb
in English and that in Chinese may be particularly useful for
reducing such kinds of tense errors.